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Using the Self-regulated Strategy Development Model to Support Middle-level Writing.

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Title: Using the Self-regulated Strategy Development Model to Support Middle-level Writing.
Authors: Liberty, Lisa M.1, Conderman, Greg1 gconderman@niu.edu
Source: Clearing House. May/Jun2018, Vol. 91 Issue 3, p118-123. 6p.
Subject Terms: *Handwriting, *Instructional systems design, *Academic achievement, *Middle school education, *Middle school student attitudes
Abstract: Writing is a complex and difficult skill for many middle-level students. Therefore, teachers must invest considerable time and apply evidence-based instructional approaches when teaching writing. This article describes the self-regulated strategy development (SRSD) approach to teaching writing and provides examples of each step of the approach with ideas for differentiating strategy-based writing instruction for middle-level students. [ABSTRACT FROM AUTHOR]
Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Using the Self-regulated Strategy Development Model to Support Middle-level Writing.
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  Data: <searchLink fieldCode="AR" term="%22Liberty%2C+Lisa+M%2E%22">Liberty, Lisa M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Conderman%2C+Greg%22">Conderman, Greg</searchLink><relatesTo>1</relatesTo><i> gconderman@niu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Clearing+House%22">Clearing House</searchLink>. May/Jun2018, Vol. 91 Issue 3, p118-123. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Handwriting%22">Handwriting</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+student+attitudes%22">Middle school student attitudes</searchLink>
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  Data: Writing is a complex and difficult skill for many middle-level students. Therefore, teachers must invest considerable time and apply evidence-based instructional approaches when teaching writing. This article describes the self-regulated strategy development (SRSD) approach to teaching writing and provides examples of each step of the approach with ideas for differentiating strategy-based writing instruction for middle-level students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=129301384
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        Value: 10.1080/00098655.2018.1426303
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        Text: English
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      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Middle school education
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      – SubjectFull: Middle school student attitudes
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              Text: May/Jun2018
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